To follow the trajectories of children’s engagement in learning, validated measures ofengagement appropriate for different ages and educational contexts are needed. Thepurpose of this study was to adapt and validate the school engagement questionnaire(Engagement Versus Disaffection with Learning: Teacher Report, EDL) in the Swedisheducational context, and to investigate if it assesses the same construct as a measureof engagement used for children of preschool age. After translating the questionnaireto Swedish, cognitive interviews were conducted with six teachers to check forinterpretability and relevance of the items. For psychometric validation, teachers of110 6 to 7-year-old children filled out EDL on two occasions two weeks apart.On the first occasion, they also filled out the Child Engagement Questionnaire, ameasure of global engagement intended for children of preschool age. Dimensionalstructure, convergent validity, test-retest reliability, and internal consistency of EDL wereinvestigated. Factor analysis provided support for differentiating between behavioraland emotional components of school engagement. Measures of school and preschoolengagement used in this study correlated highly, which provides support for usingthem to study the engagement of children as they develop, and their educationalcontexts change. The subscales of behavioral and emotional engagement showed goodtest-retest reliability and internal consistency.